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Students will use the Ipad App Osmo Monsters to both work on their basic vocabulary skills (by drawing what the monster says) and creating their own creations at the same time.

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Gerstein, M., Tuosto, F., & Roaring Brook Press. (2003). The man who walked between the towers. Brookfield, Conn: Roaring Brook Press.

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Gerstein, M., Tuosto, F., & Roaring Brook Press. (2003). The man who walked between the towers. Brookfield, Conn: Roaring Brook Press.

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The children will read this book as a class about the twin towers, and then be tasked with illustrating a scene from the book without seeing the illustration that is in the book first. They will then compare the illustrations after everyone is finished to what was drawn in the book.

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Martin, B., & Carle, E. (1996). Brown bear, brown bear, what do you see?. New York: Henry Holt and Co.

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Martin, B., & Carle, E. (1996). Brown bear, brown bear, what do you see?. New York: Henry Holt and Co.

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Students will be read the book "Brown Bear Brown Bear" as a class. They will then make their own book in a similar format, using their own animals and colors and making sure to use creative designs.

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Students will work together to create a large tree out of various types of large construction paper. The tree will take up most of a blank wall in the classroom. The students can add whatever they want to the tree itself and what goes on the at the base of the tree, however the leaves of the tree that hang off the branches must have one vocabulary word and definition written on each leaf. The leaves will be put on the tree backwards and change based on what unit is being taught, and each day a student will pull a leaf off the tree and read the word and definition to the class as a way of introducing new words in a fun way.

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This board helps my students remember some of the word parts we have highlighted throughout the year. Greek and Latin word parts are the toughest (we put those in the root section), but once they master them, they can continuously add examples (leaves) throughout the year seeing their vocabulary and the tree get thicker and thicker!

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Each student in the class will be given a different word that pertains to the unit that is begin taught in a content area. Students will define the word in both a literal way and a visual way, as they will also be drawing and creating a picture to help the class remember the word. They will put their definition and picture on a note card and all the cards will be posted on the board as their own class word wall for the unit. They will have the actual definitions as well as a visual picture to help keep it in their mind.

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4th Grade Common Core ELA Word Wall and More

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4th Grade ELA Word Wall and More - Vocabulary is essential! This 200+ page printable packet includes a ELA vocabulary word wall, flash cards, and vocabulary flip books! Available for 3rd, 4th, and 5th grades! $

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Students will each be given a small plastic box to decorate as they see fit with markers, paints, tape, or any other material they want to use so long as it says "blurt box" on the top of the lid. Each time we start a new unit in a content area students will fill their blurt box with related vocab words from that unit. Each day they will draw one word from the blurt box, define it in their notebook, and then share the definitions with the rest of the class.

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The Blurt Box- This classroom management strategy can help stop those blurters and caller outers in your classroom!

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MLS Art Standard:
3.FA1.3.B  Create a container

MLS ELA Standard:
3.R.1.B.f  using a dictionary or a glossary to determine the meanings, syllabications, and pronunciation of unknown words

National Art Standard:
Anchor Standard #1. Generate and conceptualize artistic ideas and work.

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Borushek, A. (2016) Calorie, Fat, and Carbohydrate Counter. CalorieKing

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Borushek, A. (2016) Calorie, Fat, and Carbohydrate Counter. CalorieKing

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Students will be asked to write down 3 of their favorite foods. Students will then use the book to look up the calories, fat, and carbs of the foods and decide if they are healthy or not

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To make the smart food choices that lead to permanent weight control, you must become aware of what you eat on a day-to-day basis. The CalorieKing Calorie, Fat & Carbohydrate Counter is the most accurate resource for calorie, fat & carbohydrate counts.

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Child, L. (2003). I will never not ever eat a tomato. 1st U.S. pbk. ed. Cambridge, MA: Candlewick Press.

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Child, L. (2003). I will never not ever eat a tomato. 1st U.S. pbk. ed. Cambridge, MA: Candlewick Press.

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We will read the book as a class and point out the healthy and unhealthy habits that the main characters are exhibiting. We will then talk about why the choices are healthy or unhealthy.

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Students will read over this online article about unhealthy choices you can make as a child. We will talk about if any of the students do anything on the list, and then come up with ways we can be healthier.

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Students will come up with a class list of some things that are unhealthy. These things will be written on one side of the whiteboard, and we will write healthy alternatives on the other side. Each time we come up with a healthy alternative we will put a line through the unhealthy activity.

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What are the benefits of eating healthy vs. eating unhealthy? | Visual.ly

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Unhealthy diets often contain a lot of processed or fast foods that are high in calories but don't contain many nutrients. People following a healthy

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Students will work together with a partner to come up with a list of ways that you can be healthy and lead an active life. Students will then present the list to the class

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Free colouring sheets to teach children about staying healthy.

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Students will be given information on the heart, how it works, and some diseases that can happen to it. Students will write an opinion piece on how they think a heart would feel if the person that has the heart does not live a healthy lifestyle. They will be encouraged to use descriptive words and to show us how the heart would feel, not just tell.

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With each heartbeat, blood is sent throughout our bodies, carrying oxygen and nutrients to every cell. Every day, the approximately 10 pints (5 liters) of blood in your body travel many times through about 60,000 miles (96,560 kilometers) of blood vessels that branch and cross, linking the cells of our organs and body parts.

About the Heart and Circulatory System

The circulatory system is composed of the heart and blood vessels, including arteries, veins, and capillaries. Our bodies actually have two circulatory systems: The pulmonary circulation is a short loop from the heart to the lungs and back again, and the systemic circulation (the system we usually think of as our circulatory system) sends blood from the heart to all the other parts of our bodies and back again.

The heart is the key organ in the circulatory system. As a hollow, muscular pump, its main function is to propel blood throughout the body. It usually beats from 60 to 100 times per minute, but can go much faster when necessary. It beats about 100,000 times a day, more than 30 million times per year, and about 2.5 billion times in a 70-year lifetime.

The heart gets messages from the body that tell it when to pump more or less blood depending on an individual's needs. When we're sleeping, it pumps just enough to provide for the lower amounts of oxygen needed by our bodies at rest. When we're exercising or frightened, the heart pumps faster to increase the delivery of oxygen.

The heart has four chambers that are enclosed by thick, muscular walls. It lies between the lungs and just to the left of the middle of the chest cavity. The bottom part of the heart is divided into two chambers called the right and left ventricles, which pump blood out of the heart. A wall called the interventricular septum divides the ventricles.

The upper part of the heart is made up of the other two chambers of the heart, the right and left atria. The right and left atria receive the blood entering the heart. A wall called the interatrial septum divides the right and left atria, which are separated from the ventricles by the atrioventricular valves. The tricuspid valve separates the right atrium from the right ventricle, and the mitral valve separates the left atrium and the left ventricle.

Two other cardiac valves separate the ventricles and the large blood vessels that carry blood leaving the heart. These are the pulmonic valve, which separates the right ventricle from the pulmonary artery leading to the lungs, and the aortic valve, which separates the left ventricle from the aorta, the body's largest blood vessel.

Arteries carry blood away from the heart. They are the thickest blood vessels, with muscular walls that contract to keep the blood moving away from the heart and through the body. In the systemic circulation, oxygen-rich blood is pumped from the heart into the aorta. This huge artery curves up and back from the left ventricle, then heads down in front of the spinal column into the abdomen. Two coronary arteries branch off at the beginning of the aorta and divide into a network of smaller arteries that provide oxygen and nourishment to the muscles of the heart.

Unlike the aorta, the body's other main artery, the pulmonary artery, carries oxygen-poor blood. From the right ventricle, the pulmonary artery divides into right and left branches, on the way to the lungs where blood picks up oxygen.

Arterial walls have three layers:

1. The endothelium is on the inside and provides a smooth lining for blood to flow over as it moves through the artery.

2. The media is the middle part of the artery, made up of a layer of muscle and elastic tissue.

3. The adventitia is the tough covering that protects the outside of the artery.

As they get farther from the heart, the arteries branch out into arterioles, which are smaller and less elastic.

Veins carry blood back to the heart. They're not as muscular as arteries, but they contain valves that prevent blood from flowing backward. Veins have the same three layers that arteries do, but are thinner and less flexible. The two largest veins are the superior and inferior vena cavae. The terms superior and inferior don't mean that one vein is better than the other, but that they're located above and below the heart.

A network of tiny capillaries connects the arteries and veins. Though tiny, the capillaries are one of the most important parts of the circulatory system because it's through them that nutrients and oxygen are delivered to the cells. In addition, waste products such as carbon dioxide are also removed by the capillaries.

What the Heart and Circulatory System Do

The circulatory system works closely with other systems in our bodies. It supplies oxygen and nutrients to our bodies by working with the respiratory system. At the same time, the circulatory system helps carry waste and carbon dioxide out of the body.

Hormones - produced by the endocrine system - are also transported through the blood in the circulatory system. As the body's chemical messengers, hormones transfer information and instructions from one set of cells to another. For example, one of the hormones produced by the heart helps control the kidneys' release of salt from the body.

One complete heartbeat makes up a cardiac cycle, which consists of two phases:

1. In the first phase, the ventricles contract (this is called systole), sending blood into the pulmonary and systemic circulation. To prevent the flow of blood backwards into the atria during systole, the atrioventricular valves close, creating the first sound (the lub). When the ventricles finish contracting, the aortic and pulmonary valves close to prevent blood from flowing back into the ventricles. This is what creates the second sound (the dub).

2. Then the ventricles relax (this is called diastole) and fill with blood from the atria, which makes up the second phase of the cardiac cycle.

A unique electrical conduction system in the heart causes it to beat in its regular rhythm. The sinoatrial or SA node, a small area of tissue in the wall of the right atrium, sends out an electrical signal to start the contracting of the heart muscle. This node is called the pacemaker of the heart because it sets the rate of the heartbeat and causes the rest of the heart to contract in its rhythm.

These electrical impulses cause the atria to contract first, and then travel down to the atrioventricular or AV node, which acts as a kind of relay station. From here the electrical signal travels through the right and left ventricles, causing them to contract and forcing blood out into the major arteries.

In the systemic circulation, blood travels out of the left ventricle, to the aorta, to every organ and tissue in the body, and then back to the right atrium. The arteries, capillaries, and veins of the systemic circulatory system are the channels through which this long journey takes place.

Once in the arteries, blood flows to smaller arterioles and then to capillaries. While in the capillaries, the bloodstream delivers oxygen and nutrients to the body's cells and picks up waste materials. Blood then goes back through the capillaries into venules, and then to larger veins until it reaches the vena cavae.

Blood from the head and arms returns to the heart through the superior vena cava, and blood from the lower parts of the body returns through the inferior vena cava. Both vena cavae deliver this oxygen-depleted blood into the right atrium. From here the blood exits to fill the right ventricle, ready to be pumped into the pulmonary circulation for more oxygen.

In the pulmonary circulation, blood low in oxygen but high in carbon dioxide is pumped out the right ventricle into the pulmonary artery, which branches off in two directions. The right branch goes to the right lung, and vice versa.

In the lungs, the branches divide further into capillaries. Blood flows more slowly through these tiny vessels, allowing time for gases to be exchanged between the capillary walls and the millions of alveoli, the tiny air sacs in the lungs.

During the process called oxygenation, oxygen is taken up by the bloodstream. Oxygen locks onto a molecule called hemoglobin in the red blood cells. The newly oxygenated blood leaves the lungs through the pulmonary veins and heads back to the heart. It enters the heart in the left atrium, then fills the left ventricle so it can be pumped into the systemic circulation.

Problems of the Heart and Circulatory System

Problems with the cardiovascular system are common - more than 64 million Americans have some type of cardiac problem. But cardiovascular problems don't just affect older people - many heart and circulatory system problems affect children and teens, too.

Heart and circulatory problems are grouped into two categories: congenital (problems present at birth) and acquired (problems developed some time after birth).

Congenital heart defects. These abnormalities in the heart's structure are present at birth. Approximately 8 out of every 1,000 newborns have congenital heart defects ranging from mild to severe. These defects occur while the fetus is developing in the mother's uterus and it's not usually known why they occur. Some congenital heart defects are caused by genetic disorders, but most are not. What all congenital heart defects have in common, however, is that they involve abnormal or incomplete development of the heart.

A common sign of a congenital heart defect is a heart murmur - an abnormal sound (like a blowing or whooshing sound) that's heard when listening to the heart. Usually a heart murmur is detected by a doctor who's listening to the heart with a stethoscope during a routine exam. Murmurs are very common in children and can be "innocent murmurs" found in an otherwise healthy heart. Other murmurs can be caused by congenital heart defects or other heart conditions.

Arrhythmia. Cardiac arrhythmias, also called dysrhythmias or rhythm disorders, are problems in the rhythm of the heartbeat. They may be caused by a congenital heart defect or they may be acquired later. An arrhythmia may cause the heart's rhythm to be irregular, abnormally fast, or abnormally slow. Arrhythmias can occur at any age and may be discovered during a routine physical examination. Depending on the type of rhythm disorder, an arrhythmia may be treated with medication, surgery, or pacemakers. Some arrhythmias are not harmful.

Cardiomyopathy. This chronic disease causes the heart muscle (the myocardium) to become weakened. Usually, it first affects the lower chambers of the heart, the ventricles, and then progresses and damages the muscle cells and even the tissues surrounding the heart. In its most severe forms, it can lead to heart failure and even death. Cardiomyopathy is the #1 reason for heart transplants in children.

Coronary artery disease. The most common heart disorder in adults, coronary artery disease is caused by atherosclerosis. Deposits of fat, calcium, and dead cells, called atherosclerotic plaques, form on the inner walls of the coronary arteries (the blood vessels that supply the heart) and interfere with the smooth flow of blood. Blood flow to the heart muscle may even stop if a thrombus, or clot, forms in a coronary vessel, which may cause a heart attack. In a heart attack (or myocardial infarction), the heart muscle becomes damaged by lack of oxygen, and unless blood flow returns within minutes, muscle damage increases and the heart's ability to pump blood is compromised. If the clot can be dissolved within a few hours, damage to the heart can be reduced. Heart attacks are rare in kids and teens.

Hypercholesterolemia (high cholesterol). Cholesterol is a waxy substance that's found in the body's cells, in the blood, and in some foods. Having too much cholesterol in the blood, also known as hypercholesterolemia, is a major risk factor for heart disease and can lead to a heart attack.

Cholesterol is carried in the bloodstream by lipoproteins. Two kinds - low-density lipoproteins (LDL) and high-density lipoproteins (HDL) - are the most important. High levels of LDL cholesterol (the bad cholesterol) increase a person's risk for heart disease and stroke, whereas high levels of HDL cholesterol (the good cholesterol) can protect against these.

A blood test can measure if someone's cholesterol is too high. A child's total cholesterol level is borderline if it's 170 to 199 mg/dL, and it's considered high if it's above 200 mg/dL.

About 10% of teens between 12 and 19 have high cholesterol levels that put them at increased risk of cardiovascular disease.

High blood pressure (hypertension). Over time, high blood pressure can damage the heart, arteries, and other body organs. Symptoms can include headache, nosebleeds, dizziness, and lightheadedness. Infants, kids, and teens can have high blood pressure, which may be caused by genetic factors, excess body weight, diet, lack of exercise, and diseases such as heart disease or kidney disease.

Kawasaki disease. Also known as mucocutaneous lymph node syndrome, Kawasaki disease affects the mucous membranes (the lining of the mouth and breathing passages), the skin, and the lymph nodes (part of the immune system). It can also lead to vasculitis, an inflammation of the blood vessels. This can affect all major arteries in the body - including the coronary arteries. When coronary arteries become inflamed, a child can develop aneurysms, which are weakened and bulging spots on the walls of arteries. This increases the risk of a blood clot forming in this weakened area, which can block the artery, possibly leading to a heart attack. In addition to the coronary arteries, the heart muscle, lining, valves, or the outer membrane that surrounds the heart can become inflamed. Arrhythmias or abnormal functioning of some heart valves can occur. Kawasaki disease has surpassed rheumatic fever as the leading cause of acquired heart disease in children in the United States.

Rheumatic heart disease. Usually the complication of an untreated strep throat infection, rheumatic fever can lead to permanent heart damage and even death. Most common in kids between 5 and 15 years of age, it begins when antibodies the body produces to fight the strep infection begin to attack other parts of the body. They react to tissues in the heart valves as though they were the strep bacteria and cause the heart valves to thicken and scar. Inflammation and weakening of the heart muscle may also occur. Usually, when strep throat infections are promptly treated with antibiotics, this condition can be avoided.

Stroke. Strokes occur when the blood supply to the brain is cut off or when a blood vessel in the brain bursts and spills blood into an area of the brain, causing damage to brain cells. Children or infants who have experienced stroke may be suddenly numb or weak, especially on one side of the body, and they may experience a sudden severe headache, nausea or vomiting, and difficulty seeing, speaking, walking, or moving. During childhood, strokes are rare.

Getting plenty of exercise, eating a nutritious diet, maintaining a healthy weight, and getting regular medical checkups are the best ways to help keep the heart healthy and avoid long-term problems like high blood pressure, high cholesterol, and heart disease.

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With each heartbeat, blood is sent throughout our bodies, carrying oxygen and nutrients to every cell. Every day, the approximately 10 pints (5 liters) of blood in your body travel many times through about 60,000 miles (96,560 kilometers) of blood vessels that branch and cross, linking the cells of our organs and body parts.

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MLS Health Standard:
1.HPE1.3.b  Identify the cause and effect of an active vs. inactive lifestyle on the cardiorespiratory system (e.g., healthy vs. unhealthy heart and lungs)

MLS ELA Standard:
3.W.2.A.c  Write opinion texts that use specific and accurate words that are related to the topic, audience, and purpose

National Health Standard:
1.NH1.3.b  Identify the cause and effect of an active vs. inactive lifestyle on the cardiorespiratory system (e.g., healthy vs. unhealthy heart and lungs)

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Carson, M. (2010). Inside Tornadoes. Sterling

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Carson, M. (2010). Inside Tornadoes. Sterling

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I will read a passage from this book about tornadoes and what they do when they form. We will then have a class discussion over what makes a tornado happen and why they can be so deadly.

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Polacco, P. (1990). Thunder cake. New York: Philomel Books.

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Polacco, P. (1990). Thunder cake. New York: Philomel Books.

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Fiction: Students will be read the book "Thundercake" and asked to talk about the weather that is happening in the book. They will also be asked to share if any weather scares them, and we will eat our own thundercake that I prepared the night before.

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I will contact the local weatherperson and have them come in and talk to the students about what it takes to report on the weather, their favorite part of their job, and answer questions the students may have about the profession.

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The students will look at what it takes to be a weatherman by looking at what you would look at if you need to report the weather. Students will look out the window and talk about what they think is important to tell people what the weather is that day. They will talk about how you need to know the temperature, how cloudy or sunny it is, if it is raining or snowing, and road conditions. They will also have a list of unimportant information such as if the grass is green or not, how many cars are on the road, or if there are cracks in the sidewalk. Students will use worksheet provided to record their answers, bottom of worksheet will be cut off before given to students.

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Students will gather data on the temperature of the city that they pick in the previous activity. They will record each days temperature in a table along with the temperature of the city they live in, then at the end of the month they will graph both sets of data on a graph to show how the temperature changes over the course of the month.

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Allows students to chart temperature daily in a bar graph over a month

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Students will pick a city in the United States that the class will follow and record the weather patterns for over the course of a month. Students will also record the weather for our city, and then they will compare the weather in both cities and make a decision on which city they would rather live in based on the weather, then tell the class which city they picked and why.

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Browse For Your Weather Location | AccuWeather

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Find the local weather forecast now for over 3.5 million locations across the globe with AccuWeather.

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MLS Science Standard:
3.ESS2.D.1  Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

MLS ELA Standard:
3.W.3.A.c Apply research process to decide what sources of information might be relevant to answer these questions

National Science Standard:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season

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DeMario, M. (2015) Six Times Table song! Cover of Cheerleader by OMI. Retrieved from https://www.youtube.com/watch?v=9os1VUUp5io 

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DeMario, M. (2015) Six Times Table song! Cover of Cheerleader by OMI. Retrieved from https://www.youtube.com/watch?v=9os1VUUp5io 

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Video: Students will listen to this song, which is a form of video literacy, in order to review and practice their 6's when learning multiplication facts.

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Six Times Table Song! (Cover of CHEERLEADER by OMI)

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Ipad App: Students will play this game to practice their multiplication skills as they have to get problems correct in order to turn the virtual zombies back into humans. This will be a fun way to engage students and practice their math skills.

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App details

Devices: iPhone, iPod Touch, iPad, Android, Kindle Fire

Subjects: Math: addition, division, multiplication, subtraction

Price: $4.99

Pricing structure: Paid

Category: Education

Topics: Monsters, Ghosts, and Vampires

Size: 33.80 MB

Publisher: TapToLearn Software

Version: 2.3

Minimum software requirements: iOS 4 or later; Android varies with device

Themes & Topics

Monsters, Ghosts, and Vampires

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Math Vs Zombies - Math Games Grade K - 5 - App Review

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Jump to navigation The parents' guide to what's in this app. There aren't any reviews yet. Be the first to review this title. There aren't any reviews yet. Be the first to review this title.

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Hake, Stephen (2006). Saxon Math Course 3. Saxon Pubisher. 

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Hake, Stephen (2006). Saxon Math Course 3. Saxon Pubisher. 

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Non-fiction: This is the standard book used in 3rd grade for math. They will use this book for practice problems.

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Neuschwander, C., Woodruff, L., & Burns, M. (1998). Amanda Bean's amazing dream: A mathematical story. New York: Scholastic Press.

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Neuschwander, C., Woodruff, L., & Burns, M. (1998). Amanda Bean's amazing dream: A mathematical story. New York: Scholastic Press.

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Fiction: Students will have this book read to them and then will work together as a class to solve the problems presented in the book.

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Taking math into your own hands! Making your own word problems

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Taking math into your own hands! Making your own word problems

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Students will be given a template to create their own multiplication problems. Once they are done we will take turns solving them as a class on the document camera, making sure everyone gets a chance to share their problem.

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Word Work: What does multiplication mean?

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Word Work: What does multiplication mean?

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Students will be given a worksheet to fill out as a class. It will be a graphic organizer helping the students understand what the word "multiplication" means before doing any math. This will be used as an introduction activity to get the students thinking about what we mean when we say we are going to multiply.

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MLS Math Standard:
3.RA.A.1 Interpret products of whole numbers

MLS ELA Standard:
3.R.1.B.a develop an understanding of vocabulary by  decoding and identifying the meaning of common prefixes and suffixes and knowing how they change the meaning of root words

National Math Standard:
3.NBT.3  Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations

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MLS SS Standard: 3.E.4.A.b  Distinguish among natural, capital and human resources.

MLS ELA Standard: 3.W.1.B.c develop a draft by categorizing, organizing, and sequencing the supporting details into a text with a clear beginning, middle, and end

National Social Studies Standard:
3. People, Places, and Environments The study of people, places, and environments enables us to understand the relationship between human populations and the physical world

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Wilburn, T. (1999) Two Little Hands, Talking.

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Wilburn, T. (1999) Two Little Hands, Talking.

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Poetry: Students will have the poem read to them, and then be asked to talk about what they think this poem was talking about and what elements they see in it (for example, is there nature mentioned in this poem? Another person?). Afterward we will make a class list of what we found in the poem and a class definition of what we think this poem is about.

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NativeTech: Little Two-Hands, Talking; Poems and Stories by Ted Wilburn

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NativeTech: Native American Technology and Art ~ Poems & Stories

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Students will work together as a class to come up with various types of resources (human, natural, and capital) that Native Americans would have used in the past. They will then pick one of each resource and write a small story using those resources in their story in which they are a Native American going about daily life.

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Create a "Wants and Needs" Poster | Activity | Education.com

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Help your child discover the difference between his wants and needs using this poster.

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Downie, G., & Lemire, J. (2016). Secret path.

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Downie, G., & Lemire, J. (2016). Secret path.

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Non-Fiction: This book will be read to the students over the course of a week after recess each day. It will be used to show the students how Native Americans faced troubles longer than just when settlers came over. Once the book is finished students will be asked to write a letter to the teacher of the main character asking her to call the main character by the proper name and giving her 3 reasons why.

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Students will be told about how Native Americans wouldn't write in ways that we do now, but had their own form of communication using pictures. Students will be given a list of common native American pictographs and asked to write a small story using only the pictures given. Students will then be asked to share their story with the class and have the class guess what they are trying to tell us.

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Native American Pictographs | Activity | Education.com

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An ancient form of writing gets new life in an activity designed to help your child read understand what life was like for early Native Americans.

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Galdone, P. (1970). The three little pigs. New York: Houghton Mifflin/Clarion Books.

# data[].attributes.subject
Galdone, P. (1970). The three little pigs. New York: Houghton Mifflin/Clarion Books.

# data[].attributes.body
Fiction: This book will be used to test the students comprehension of the topic as they will be asked to find examples of human, natural, and capital resources in the story.

# data[].attributes.body
Students will be placed into groups and create posters based off of what vocabulary word is given to them from the social studies unit we will be doing over human, natural, and capital resources. Once group will have human resource, one will have natural resource, and one will have capital resource. Once the students have the word they will be tasked with creating a poster that incorporates the word itself into a visual representation of the word.